CIVIC ENGAGEMENT IN HIGHER EDUCATION
Resources and References
Glenn Bowen
Center for Service Learning
Western Carolina University
Civic Engagement in Higher Education:
Resources and References
Glenn Bowen
Center for Service Learning
Western Carolina University
Cullowhee, NC 28723, USA
June 2010
CONTENTS
1
Civic Engagement Web Sites
page 1
2
Civic Engagement Conferences
page 5
3
Civic Engagement Publications
page 7
4
Annotated Bibliography
page 9
Civic (Community) Engagement
“Civic engagement means working to make a difference in the civic life of our communities
and developing the combination of knowledge, skills, values, and motivation to make that
difference. It means promoting the quality of life in a community, through both political and
nonpolitical processes.”
– Thomas Ehrlich (Civic Responsibility and Higher Education, American Council on
Education/Oryx Press, 2000, p. vi)
“Civic engagement involves participation and contribution to civic and public life through
voting, staying politically informed, and engaging in community service. Civic engagement is
important to service-learning because when service-learning programs address specific
knowledge and skills, civic development is made explicit to students as a core learning
outcome.”
– Learn and Serve America’s National Service-Learning Clearinghouse
(http://servicelearning.org/topic/civic_engagement)
Community engagement describes the collaboration between institutions of higher education
and their larger communities (local, regional/state, national, global) for the mutually
beneficial exchange of knowledge and resources in a context of partnership and reciprocity.
– Carnegie Foundation for the Advancement of Teaching
Community engagement means “applying institutional resources (e.g., knowledge and
expertise of students, faculty and staff, political position, buildings and land) to address and
solve challenges facing communities through collaboration with these communities. The
methods for community engagement of academic institutions include community service,
service-learning, community-based participatory research, training and technical assistance,
capacity-building and economic development.”
– S. B. Gelmon, S. D. Seifer, J. Kauper-Brown, & M. Mikkelsen (Building Capacity for
Community Engagement: Institutional Self-Assessment, Community-Campus
Partnerships for Health, 2005, p. 1, http://depts.washington.edu/ccph/pdf_files/selfassessment-copyright.pdf)
I
CIVIC ENGAGEMENT WEB SITES
American Democracy Project
American Association of State Colleges and Universities
http://www.aascu.org/programs/adp/about.htm
The American Democracy Project is a multi-campus initiative focused on higher
education’s role in preparing the next generation of informed, engaged citizens for our
democracy. The project began in 2003 as an initiative of the American Association of
State Colleges and Universities (AASCU), in partnership with The New York
Times. The goal of the American Democracy Project is to produce graduates who are
committed to being active, involved citizens in their communities.
Center for Civic Engagement
University of South Florida, St. Petersburg
http://www.stpt.usf.edu/community/
The mission of the Center for Civic Engagement at the University of South Florida,
St. Petersburg is to make the campus distinctive in its commitment to civic and
community engagement through the development of the Citizen Scholar
Program. The objective of the “citizen scholar” model is to combine academic
instruction with implementation of concepts learned in the classroom within the local
community.
CIRCLE – Center for Information and Research on Civic Learning and Engagement
http://www.civicyouth.org/
CIRCLE – the Center for Information and Research on Civic Learning and
Engagement conducts research on the civic and political engagement of young
Americans. CIRCLE was founded in 2001 with a generous grant from The Pew
Charitable Trusts and has also been funded by Carnegie Corporation of New York,
the Corporation for National and Community Service, the Ford Foundation, the
Spencer Foundation, and several others. It is based at the Jonathan M. Tisch College
of Citizenship and Public Service at Tufts University.
Civic Engagement
Association of American Colleges and Universities
http://www.aacu.org/resources/civicengagement/index.cfm
Civic engagement has become an essential learning goal for institutions throughout
higher education. The Association of American Colleges and Universities believes
that recent educational innovations to advance civic engagement, such as thematically
linked learning communities, community-based research, collaborative projects,
service learning, mentored internships, reflective experiential learning, and study
abroad are all helping students advance on this essential learning goal.
Civic Engagement in Higher Education ■ page 1
Civic Engagement
National Service-Learning Clearinghouse
http://servicelearning.org/topic/civic_engagement
Learn and Serve America’s National Service-Learning Clearinghouse provides
resources and links to resources.
Civic Engagement
University of Chicago
http://www.uchicago.edu/community/index.shtml
“The Civic Partnership” is highlighted and various programs are featured at the
University of Chicago’s Civic Engagement Web site.
Civic Engagement at Boise State University
http://civicengagement.boisestate.edu/
“Civic Engagement and Curriculum,” “University–Community Partnerships,” and
“Civic Engagement Events” are featured at this site.
Civic Engagement Initiatives
Campus Compact
http://www.compact.org/initiatives/civic-engagement-initiatives/
Embedding engagement throughout higher education institutions is at the heart of
Campus Compact’s work. Under this broad category are research and other initiatives
created to help campuses develop effective service, service-learning, and civic
engagement programs. Resources cover various topics: College Student Philanthropy,
Campus Vote Initiative, Carnegie Community Engagement Classification,
Consulting Corps, Engaged Scholars, Federal Work-Study, Indicators of
Engagement, Presidents’ Declaration on the Civic Responsibility of Higher
Education, Program Models, and the Future of Campus Engagement.
Community College National Center for Community Engagement
http://www.mesacc.edu/other/engagement/
The Community College National Center for Community Engagement is a leader in
advancing programs and innovations that stimulate active participation of institutions
in community engagement for the attainment of a vital citizenry. This site has links
to resources, conferences, and model projects.
Community Engagement
Carnegie Foundation for the Advancement of Teaching
http://classifications.carnegiefoundation.org/descriptions/community_engagement.php?
key=1213
Carnegie’s Community Engagement Elective Classification (“Curricular
Engagement” and “Outreach and Partnerships”) is described at this site. Institutions
were selected in 2006 and 2008, with another round scheduled for 2010.
Civic Engagement in Higher Education ■ page 2
Community Outreach and Engagement
Western Carolina University
http://www.wcu.edu/5179.asp
This site provides information and news about “Engaged Learning” and “Community
Outreach and Engagement” at Western Carolina University.
Don and Verna Duncan Civic Engagement Center
Central Washington University
http://takeactioncwu.com/
The Don and Verna Duncan Civic Engagement Center at Central Washington
University provides opportunities for participation in service experiences that benefit
students’ personal, academic, and professional development while simultaneously
supporting off-campus communities.
The Duke Center for Civic Engagement
http://civicengagement.duke.edu/main/
The Duke Center for Civic Engagement (DCCE) was established at Duke University
in 2007. The Center is home for two signature programs, DukeEngage and Coach for
College, and serves as a clearinghouse for local volunteer opportunities for students
through its DCCE-Durham Programs.
Educators for Community Engagement
www.e4ce.org
Educators for Community Engagement (ECE) is a national organization committed
to democratizing classrooms and communities through learning circles, service
learning, and critical dialogue. ECE brings together college and university students,
faculty, staff, and local community organizations to develop and implement creative
strategies for teaching, learning, and social justice.
Faculty for the Engaged Campus
Campus–Community Partnerships for Health
http://depts.washington.edu/ccph/faculty-engaged.html
This site provides information derived from a national initiative of Campus–
Community Partnerships for Health in partnership with the University of Minnesota
and the University of North Carolina at Chapel Hill to strengthen communityengaged career paths in the academy. The initiative was supported by a grant from the
Fund for the Improvement of Postsecondary Education (FIPSE) in the U.S.
Department of Education.
HENCE – Higher Education Network for Civic Engagement
www.henceonline.org
HENCE – the Higher Education Network for Community Engagement is a response
to the growing need to deepen, consolidate, and advance the literature, research,
practice, policy, and advocacy for community engagement as a core element of higher
Civic Engagement in Higher Education ■ page 3
education’s role in society. Increasingly, higher education institutions are
intentionally connecting academic work to public purposes through extensive
partnerships that involve faculty and students in active collaboration with
communities. This idea of “community engagement” means renewing the civic
mission of higher education and transforming academic culture in ways that are both
exciting and challenging.
Imagining America
http://www.imaginingamerica.org/
Imagining America is a consortium of colleges and universities committed to public
scholarship and practice in the arts, humanities, and design. Imagining America
supports campus–community partnerships that contribute to local and national civic
life while furthering recognition of the value of public scholarship and practice in
higher education itself.
The Impact on Community
IUPUI
http://www.iupui.edu/civicengagement/
This site contains information on “engaged” centers as well as videos, news, and
events at Indiana University-Purdue University Indianapolis (IUPUI), where service
learning and civic engagement programs have earned national acclaim.
NERCHE – New England Resource Center for Higher Education
http://www.nerche.org/
NERCHE – the New England Resource Center for Higher Education is a center for
inquiry, research, and policy. NERCHE supports administrators, faculty, and staff
across the region in becoming more effective practitioners and leaders as they
navigate the complexities of institutional innovation and change. One of NERCHE’s
areas of focus is the scholarship of engagement, which addresses higher education’s
responsibility to the public realm through faculty work that is relational, localized,
and contextual, and favors mutual deference between laypersons and academics.
The Scholarship of Engagement Online
http://scholarshipofengagement.org/about/FAQs.html
This site serves as a guide to resources for the scholarship of engagement. It provides
answers to frequently asked questions and information on benchmarking engaged
institutions.
Scripps Howard Center for Civic Engagement
Northern Kentucky University
http://civicengagement.nku.edu/
Public engagement is the central mission of Northern Kentucky University’s Scripps Howard
Center for Civic Engagement. In every aspect of its programming, the Center seeks to foster
citizenship and stewardship.
Civic Engagement in Higher Education ■ page 4
2
CIVIC ENGAGEMENT CONFERENCES
Civic Engagement Institute
North Carolina Campus Compact
http://org.elon.edu/nccc/events/cei.html
Launched in 2007, North Carolina Campus Compact’s Civic Engagement Institute is
designed to explore a single civic engagement topic during a daylong gathering each
year, in February. The Institute is scheduled for the day before the P.A.C.E.
Conference (see below).
International Research Conference on Service-Learning and Community Engagement
International Association for Research on Service-Learning and Community Engagement
http://www.researchslce.org/_Files/Public_Site/Conference_Awards_Files/conferences.html
The International Association for Research on Service-Learning and Community
Engagement (IARSLCE) organizes this annual conference, held in October.
IARSLCE is an international, non-profit organization devoted to promoting research
and discussion about service learning and community engagement. IARSLCE was
launched in 2005 and incorporated in 2007. The 10th conference is scheduled for 2010.
P.A.C.E. Conference
North Carolina Campus Compact
http://org.elon.edu/nccc/events/slc.html
This annual conference, held in February, provides participants with valuable
information and skills they can utilize in their civic engagement work. Workshops
presented by faculty, staff, students, and community partners provide “how to,”
“best-practice,” and “research and theory” information and resources for various
aspects of civic engagement work, including curricular and co-curricular courses,
projects, and programs as well as capacity-building and institutionalization efforts.
Symposium on Service Learning & Civic Engagement
Western Carolina University
http://www.wcu.edu/9818.asp
This one-day conference, organized by the WCU Center for Service Learning, has
been held annually, on the second Thursday of June, since 2005. The Symposium
provides a forum for scholarly discussion of issues, perspectives, and best practices in
service learning. Also, it facilitates the exchange of information and ideas on
innovative civic engagement strategies and programs. A nationally recognized
service-learning/civic engagement scholar is the lead presenter.
Civic Engagement in Higher Education ■ page 5
Second Thursday of June
■
A.K. Hinds University Center
Western Carolina University
► A forum for scholarly discussion of issues, perspectives, and best
practices in service learning.
► Exchange of information and ideas on innovative civic engagement
strategies and programs
► Featuring a nationally recognized service-learning and civic
engagement scholar is the lead presenter.
http://www.wcu.edu/9818.asp
Civic Engagement in Higher Education ■ page 6
3
CIVIC ENGAGEMENT PUBLICATIONS
Journal for Civic Commitment
The Journal for Civic Commitment is a twice-yearly, online journal dedicated to service
learning and civic engagement. Published by the Community College National
Center for Community Engagement, this journal offers research and theories,
strategies, and tips and techniques to readers. It is dedicated to disseminating
research-based and practical information to service learning practitioners,
coordinators, and administrators.
http://www.mc.maricopa.edu/other/engagement/Journal/
Journal of Community Engagement and Higher Education
This on-line, refereed journal examines perspectives, research, and practices of
community engagement and community-based learning in higher education. It is
edited and published semi-annually by the Center for Public Service and Community
Engagement at Indiana State University in conjunction with Indiana Campus
Compact. http://www1.indstate.edu/jcehe/
Journal of Community Engagement and Scholarship
JCES is a project of the Council of the Center for Community-Based Partnerships at
the University of Alabama. It provides a mechanism through which faculty, staff, and
students of academic institutions and their community partners disseminate scholarly
works from all academic disciplines with the goal of integrating teaching, research,
and community engagement. All forms of writing and analysis are acceptable for the
journal, with consideration being given particularly to traditional research and
creative approaches that apply a variety of methodologies. Manuscripts that
demonstrate central involvement of students and community partners are given
favorable consideration. http://www.jces.ua.edu/
Journal of Higher Education Outreach and Engagement
www.uga.edu/ihe/jheoe.html
The Journal of Higher Education Outreach and Engagement is a joint publication of the
Institute of Higher Education and the Office of the Vice President for Public Service
and Outreach at the University of Georgia. A peer-reviewed publication, the journal
welcomes submissions from a broad range of scholars, practitioners, and
professionals. Its editorial goals are to serve as a forum to promote the continuing
dialogue about the service and outreach mission of the university; and to foster
understanding of how the service and outreach mission relates to the university’s
teaching and research missions as well as the needs of the society.
Civic Engagement in Higher Education ■ page 7
Michigan Journal of Community Service Learning
http://quod.lib.umich.edu/m/mjcsl/
The Michigan Journal of Community Service Learning is a national, peer-reviewed journal
consisting of articles written by faculty and service-learning educators on research,
theory, pedagogy, and issues pertinent to the service-learning community. The
purpose is to widen the community of service-learning educators; sustain and develop
the intellectual vigor of those in this community; encourage research and pedagogical
scholarship related to service learning; contribute to the academic legitimacy of
service learning; and increase the number of students and faculty who have a chance
to experience the rich teaching and learning benefits that accrue to service-learning
participants.
Civic Engagement in Higher Education ■ page 8
4
ANNOTATED BIBLIOGRAPHY
Battistoni, R. M. (2002). Civic engagement across the curriculum: A resource book for servicelearning faculty in all disciplines. Providence, RI: Campus Compact.
This volume offers faculty in all disciplines rationales and resources for connecting
their service-learning efforts to the broader goals of civic engagement. It provides
concrete examples of course materials, exercises, and assignments that can be used to
develop students’ civic capacities regardless of disciplinary area.
Berry, R. G., & Workman, L. (2007). Broadening student societal awareness through servicelearning and civic engagement. Marketing Education Review, 17(3), 21-32.
This article examines the responses of 133 marketing students to their service-learning
experience and concludes that service learning is a viable means of developing and
improving student social awareness and civic engagement.
Bloomgarden, A. H., & O’Meara, K. (2007). Faculty role integration and community
engagement: Harmony or cacophony? Michigan Journal of Community Service Learning,
13(2), 5-18.
Colleges and universities that aim to sustain or expand community partnerships and
institutionalize civic engagement face important faculty challenges. Faculty adoption
of community-based pedagogies and research approaches, in turn, faces important
practical and conceptual barriers, as engagement activities appear in competition with
expected teaching, research, and service roles. Semi-structured interviews with 29
faculty members at one private liberal arts college explored whether and how faculty
achieved integration among teaching, research, and community engagement roles
within local expectations for high teaching and research achievement.
Bowen, G. A., & Kiser, P. M. (2009). Promoting innovative pedagogy and engagement
through service-learning faculty fellows programs. Journal of Higher Education
Outreach and Engagement, 13(1), 27-43.
This article analyzes the role of service-learning faculty fellows programs in
promoting pedagogical innovation and university–community engagement. The
analysis highlights the need for institutional change to support service learning as a
vehicle for engagement. Specific recommendations are offered to higher education
institutions considering a service-learning faculty fellows program.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco: JosseyBass/Carnegie Foundation for the Advancement of Teaching.
Civic Engagement in Higher Education ■ page 9
The author argues for a broader understanding of scholarship that takes into account
the scope of faculty activity more fully than does the traditional categories of teaching
and research. He questions the reward system that pushes faculty toward research and
away from teaching. The author offers new paradigms of balancing what he suggests
are the four general areas of scholarship: discovery, integration of knowledge,
teaching, and service.
Boyer, E. L. (1996). The scholarship of engagement. Journal of Public Service and Outreach, 1(1),
11-20.
After years of explosive growth, America’s colleges and universities are now suffering
from a decline in public confidence and a nagging feeling that they are no longer at
the vital center of the nation’s work. Still, our universities and colleges remain one of
the greatest hopes for intellectual and civic progresses in this country. For this hope to
be fulfilled, the academy must become a more vigorous partner in the search for
answers to our most pressing social, civic, economic, and moral problems, and must
reaffirm its historic commitment to the scholarship of engagement. The scholarship
of engagement means connecting the rich resources of the university to existing
problems, to our children, to our schools, to our teachers, and to our cities.
Bridgman, M., Shreve, J., White, L., Heaviside, M., Dunshee, L., & O’Loughlin-Brooks, J. L.
Encouraging civic engagement on college campuses through discussion boards. Journal
for Civic Commitment, 4, Article 3. Retrieved June 7, 2010, from
http://www.mc.maricopa.edu/other/engagement/Journal/Issue4/OloughlinBrooks.p
df
Recent years have witnessed a decline in civic engagement among college students.
Young people display a consistent lack of knowledge of American government, while
others feel apathy towards the process of democracy. Within the past few years, the
importance of civic engagement has been heavily emphasized. This article focuses on
the use of student “discussion boards” as a tool for measuring civic engagement on
college campuses.
Bringle, R. G., Clayton, P., & Price, M. (2009). Partnerships in service learning and civic
engagement. Partnerships: A Journal of Service Learning & Civic Engagement, 1. Retrieved
June 5, 2009, from
http://www.partnershipsjournal.org/index.php/part/article/view/87/92
Developing campus–community partnerships is a core element of well-designed and
effective civic engagement, including service learning and participatory action
research. Presented in this article is a structural model that differentiates campus into
administrators, faculty, and students, and that differentiates community into
organizational staff and residents (or clients, consumers, advocates). Partnerships are
presented as being a subset of relationships between persons. The quality of these
dyadic relationships is analyzed in terms of the degree to which the interactions
possess closeness, equity, and integrity, and the degree to which the outcomes of those
interactions are exploitive, transactional, or transformational. Implications are then
offered for how this analysis can improve practice and research.
Civic Engagement in Higher Education ■ page 10
Bringle, R. G., Games, R., & Malloy, E.A. (Eds.). (1990). Colleges and universities as citizens.
Needham Heights, MA: Allyn & Bacon.
This book is part of the “Universities as Citizens” Higher Education series initiated
by Indiana Campus Compact to provide resources to help higher education enhance
community engagement. It contains essays on the role of campuses in civic education,
successful institutional change, campus–community partnerships, tailoring change to
institutional culture, how community change is consistent with other changes in
higher education, and the importance of assessing accomplishments.
Butin, D. W. (2010). “Can I major in service-learning?” An empirical analysis of certificates,
minors, and majors. Journal of College & Character, 11(2).
This article examines the rise of programs in higher education that award certificates,
minors, and/or majors in service learning. The study documented and analyzed a
total of 31 academic programs that had service learning at its academic core. Findings
from the study suggest that there is indeed a coherent “field” of service learning.
Moreover, the findings suggest that the strength and structure of a program is
strongly dependent on its status.
Boyle-Baise, M. & Sleeter, C. E. (2000). Community-based service learning for multicultural
teacher education. Educational Foundations, 14(2), 33-50.
Creates a topology of preservice teachers’ responses to community-based service
learning within several courses, investigating meanings they made from their
community experiences. Data came from interviews and student essays and papers.
The article considers the potential value of community-based service learning as an
aspect of multicultural education, suggesting implications for teacher education.
Casey, K. M., & Springer, N. C. (2006). Ancillary to integral: Momentum to institutionalize
service-learning and civic engagement. In K. M. Casey, G. Davidson, S. H. Billig, &
N. C. Springer (Eds.), Advancing knowledge in service-learning: Research to transform the
field (pp. 207-222). Greenwich, CT: Information Age Publishing.
Indications that the service-learning and civic engagement movements have
prospered in recent years are found in the proliferation and array of publications
(including online journals) and Web resources. Evidence of growth is apparent; yet
does it speak to trends toward institutionalization? The authors of this chapter
examine the trend toward the institutionalization of service learning and civic
engagement, tracing their roots from a few outliers or “pioneers” to what they have
become today. Presentation of national indicators and regional accreditation criteria
create an evidence-based foundation for making service learning and civic
engagement an integral facet of higher education.
Colby, A., Ehrlich, T., Beaumont, E., Rosner, J., & Stephens, J. (2000). Higher education and
the development of civic responsibility. In T. Ehrlich (Ed.), Civic responsibility and
higher education (pp. xxi-xliii). Phoenix, AZ: Oryx Press.
This book explains the theory and practice of civic learning and provides practical
examples of programs that prepare students for lives of civic engagement.
Civic Engagement in Higher Education ■ page 11
Campus Compact. (2003). Introduction to service-learning toolkit: Readings and resources for faculty
(2nd ed.). Providence, RI: Campus Compact.
This revised edition brings together the best, most up-to-date writing and resources
on service learning, from learning theory and pedagogy to practical guidance on how
to implement service learning in the classroom. This edition reflects the tremendous
growth in service learning that has occurred since the first Toolkit was published in
2000. In addition to updated material throughout, this volume includes expanded
chapters on community partnerships, student development, and redesigning
curriculum, as well as two new chapters – one exploring the connection between
service learning and civic engagement and the other focusing on community-based
research.
Campus Compact. (2003). Up and running: A step-by-step guide to organizing an introductory
service-learning institute. Providence, RI: Campus Compact.
This is considered an indispensable tool for building service learning across
disciplines on campuses that do not have established practices and procedures in place
for incorporating civic engagement into the curriculum. Drawn from the experience
of introductory service-learning institutes held around the country, the publication
includes hands-on information on hosting an institute, from budget preparation to
sample agendas to publicity materials.
Driscoll, A. & Lynton, E. A. (1999). Making outreach visible: A guide to documenting professional
service and outreach. Washington, DC: American Association for Higher Education.
This text offers specifics for developing a review process tailored to an institution’s
unique culture and is the companion piece to Making the Case for Professional Service by
Ernest Lynton. Procedures outline the formation of collaborative teams of faculty and
administrators developed to reach consensus on goals, definitions, and logistics
through guided reflection and discussion of prototype portfolios. Sixteen prototypes
are included in the volume.
Davila, A., & Mora, M. (2007). An assessment of civic engagement and educational attainment.
College Park, MD: University of Maryland, Center for Information & Research on
Civic Learning & Engagement.
The primary results of a study point to the importance of civic participation as one
means to foster both social and human capital investments. The purpose of this
document is to provide highlights from the two-part study.
Driscoll, A. (2008, January/February). Carnegie’s community engagement classification:
Intentions and insights. Change, 38-41. Retrieved June 7, 2010, from
http://www.changemag.org/Archives/Back%20Issues/January-February
%202008/abstract-carnegie-community-engage.html
Over the past few years, the Carnegie Foundation for the Advancement of Teaching
has engaged in a comprehensive re-examination of its traditional classification
system. The redesign stemmed from a concern about the inadequacy of the
Civic Engagement in Higher Education ■ page 12
classification for representing institutional similarities and differences and its
insensitivity to the evolution of higher education. In December 2006, the Foundation
announced the inaugural selection of 76 U. S. colleges and universities to be newly
classified as “institutions of community engagement,” the first of a set of elective
classifications intended to broaden the categorization of colleges and universities.
This article provides information on the documentation framework and process,
insights from newly classified institutions, and the challenges that are commonly
faced during the process.
Driscoll, A., & Sandmann, L. R. (2004). Roles and responsibilities of academic
administrators: Supporting the scholarship of civic engagement. In M. Langseth &
W. M. Plater (Eds.), Public work and the academy (pp. 51-67). Bolton, MA: Anker.
Both intellectual and administrative leadership are critical for motivating and
preparing an institution for civic engagement. Academic administrators are urged to
facilitate campus practices that encourage and reward faculty scholarship of
engagement.
Einfeld, A., & Collins, D. (2008). The relationships between service-learning, social justice,
multicultural competence, and civic engagement. Journal of College Student
Development, 49, 95-109.
This study qualitatively examined how participants in a long-term service-learning
program described their understanding of and commitment to social justice,
multicultural competence, and civic engagement. Interviews with members of a
university-sponsored AmeriCorps service-learning program explored participants’
perceptions of the effects of their service.
Eyler, J. (2005). Academic service learning for effective civic engagement. Diversity Digest,
9(1), 16-17.
Students’ musings on their service-learning experience capture some of the ways
academic service learning prepares students for civic engagement. Academic service
learning that links community service projects to course subject matter not only
motivates students to learn but also provides experiences that facilitate the
development of attitudes, skills, and intellectual abilities necessary for effective civic
engagement. Retrieved June 5, 2009, from
http://www.diversityweb.org/Digest/vol9no1/eyler.cfm
Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing
service-learning and civic engagement: Principles and techniques. Providence, RI: Campus
Compact.
This definitive volume offers a broad overview of issues related to assessment in
higher education, with specific application for measuring the impact of servicelearning and civic engagement initiatives on students, faculty, the institution, and the
community. This volume will assist individuals seeking a comprehensive resource on
assessment issues, with applicability particularly in higher education as well as
potential applications to other groups interested in assessment.
Civic Engagement in Higher Education ■ page 13
Glassick, C. E., Taylor Huber, M. & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of
the professoriate. San Francisco: Jossey-Bass/Carnegie Foundation for the
Advancement of Teaching.
This text offers a new paradigm for evaluating the scholarship of engagement, a
scholarship that better integrates the full range of scholarly activity, research,
teaching, and service. It includes discussion of changes in thinking about scholarship
and ideas about developing criteria for evaluating a full range of scholarship and for
documenting scholarly efforts. It also includes, as appendices, the questionnaire for
the National Survey on the Reexamination of Faculty Roles and Rewards and the
results of that survey.
Gottlieb, K., & Robinson, G. (Eds.). (2002). A practical guide for integrating civic responsibility
into the curriculum. Washington, DC: American Association of Community
Colleges/Community College Press.
Recognizing that an intentional civic responsibility component was missing from
many service-learning initiatives, AACC selected six colleges from around the
country to participate in a pilot project whose purpose was to identify service-learning
strategies to boost civic engagement and foster civic responsibility among community
college students. This publication is the result of two years of work by faculty, staff,
and administrators at these colleges.
Hill, M. L. G., Garcia, M., Hill, A. J., & Mejia, P. (2008, Spring). Ductus exemplo: Student
leadership by example in civic engagement. The Journal for Civic Commitment, 10,
Article 5. Retrieved June 7, 2010, from
http://www.mc.maricopa.edu/other/engagement/Journal/Issue10/StMarys.shtml
This article presents an example of a successful, but challenging, holistic student
learning experience in the realm of civic engagement at St. Mary’s University of San
Antonio, Texas, a Hispanic-serving Catholic university. The authors explore student
attitudinal, civil authority, and contemporary cultural challenges to engaging the
community civically in a manner consistent with the mission of the university.
Jacoby, B. (2006). Making politics matter to students: Voting as civic engagement. About
Campus, 11(4), 30-32.
In this article, the author discusses what educators can do to engage college students
in community service, in the democratic process, and in politics. She provides three
concrete examples of how educators can recreate the enthusiasm of college students
that was present during the 2004 election.
Jacoby, B. & Associates. (2009). Civic engagement in higher education: Concepts and practices. San
Francisco: Jossey-Bass.
Civic Engagement in Higher Education reveals what it takes to educate college students
to be civically engaged citizens, scholars, and leaders. If civic engagement is to gain
real traction in higher education, it must be clearly defined, and civic learning
outcomes must be established. Opportunities to learn about and practice civic
engagement must be embedded throughout the curriculum and the co-curriculum.
Civic Engagement in Higher Education ■ page 14
This book shows how all this can be done, and is being done, at higher education
institutions around the country.
Jaschik, S. (2008). Combining first-year engagement and civic engagement. Retrieved January
28, 2008 from http://www.insidehighered.com/news/2008/01/28/engage
For experts on the undergraduate curriculum and student life, two areas of focus in
recent years have been the first-year experience and civic engagement. While
frequently talked about in separate conversations, speakers at an annual meeting of
the Association of American Colleges and Universities say that combining these two
efforts made them both more successful.
Kellogg Commission on the Future of the State and Land-Grant Universities. (1999).
Returning to our roots: The engaged institution. Washington, DC: NASULGC (National
Association of State Universities and Land-Grant Colleges).
This report urges that the mission of land-grant universities be expanded beyond
outreach and service to full engagement with their communities. The engaged
institution is seen as being organized to respond to today’s and tomorrow’s students,
bringing research and engagement that offer practical opportunities for students into
the curriculum, and using its critical resources to address the problems of the
communities it serves.
Langseth, M., & Plater, W. M. (2004). Public work and the academy: An academic administrator’s
guide to civic engagement and service-learning. Boston: Campus Compact/Anker.
The authors provide academic leaders with a resource to increase their fluency with,
and ability to lead, service-learning and civic engagement efforts on their campuses,
with their peers, and throughout higher education. This book is written specifically
for academic leaders, including division and department chairs, who have significant
responsibility for their institution’s academic programs. It covers a wide variety of
topics and includes case studies and descriptions of helpful publications, Web sites,
consultants, and networks.
Larson-Keagy, E. (2003). Global civic engagement: Building an ethic of commitment to
service through human geography. The Journal for Civic Commitment, 1, Article 4.
Retrieved June 5, 2009, from
http://www.mc.maricopa.edu/other/engagement/Journal/Issue1/LarsonKeagy.shtml
The conventional academic curricula not forgotten, wider circles acknowledge the
need to include civic engagement and service learning into the curriculum to enhance
teaching, learning, and the practice of democratic citizenship.
Long, S. E. (2002). The new student politics: Wingspread statement on student civic engagement (2nd
ed.). Providence, RI: Campus Compact.
This report describes student political and civic engagement as defined by students at
the March 2001 Summit on Student Civic Engagement. One of the few available
publications to give voice to students themselves, The New Student Politics examines
contemporary conceptions of civic engagement, politics, and service. It also provides
Civic Engagement in Higher Education ■ page 15
specific suggestions as to how campuses can improve their commitment to student
civic engagement through service learning, increased support for student political
activity, and attentiveness to student voice.
Mable, P. (2007). CAS: Encouraging moral and civic learning through quality programs and
services for students. Journal of College & Character, 9(2), 1-5.
CAS standards incorporate a focus on student learning and development outcomes
that include moral and civic engagement as a dynamic process of interaction between
the student and the environment. Each standard has 13 components (mission,
program, leadership, organization and management, human resources, financial
resources, facilities, technology, and equipment, legal responsibilities, equity and
access, campus and external relations, diversity, ethics, and assessment and
evaluation). The components guide and direct the educational culture of institutions
as they enhance the learning and development of students relevant to their lives of
worth and work.
Meisel, W. (2007). Connected co-curricular service with academic inquiry: A movement
toward civic engagement. Liberal Education, 93(2), 52-57.
At the colleges and universities working with the Bonner Foundation to build and
sustain civic engagement initiatives, students are committed to significant, ongoing
involvement in community issues and to engaging other students to join with them in
such endeavors. This article provides a backdrop of service, learning, and engagement;
describes a civic engagement academic certificate program; and outlines a design for
civic engagement withy pillars of content and “pillars of design.”
Moore, J., & Dille, B. (2003). To inform their discretion: Designing an integrated learning
community focusing on civic engagement. The Journal for Civic Commitment, 1, Article
5. Retrieved June 7, 2010, from
http://www.mc.maricopa.edu/other/engagement/Journal/Issue1/MooreDille.shtml
This article describes the design and creation of a community college learning
community that combined governmental studies with research and writing
instruction and a required service-learning component to offer practical social and
civic experiences. The authors discuss some of the advantages, based on their
experience, of the service learning-augmented research model over the traditional
group research model.
Musil, C. M. (2003). Educating for citizenship. Peer Review, 5(3), 4-8.
There has been a quiet revolution in the academy over the last two decades. Civic
concerns have achieved new visibility alongside the traditional academic mission of
higher education. It is difficult to find a college campus that does not tout a
coordinating center for community service, service-learning courses, or research
centers devoted to distinctly civic issues. Against this background, “Educating for
Citizenship” looks at integrated, intentional learning and outlines six faces/phases of
citizenship.
Civic Engagement in Higher Education ■ page 16
O’Meara, K. (2005). Principles of good practice: Encouraging multiple forms of scholarship in
policy and practice. In K. A. O’Meara & R. E. Rice (Eds.), Faculty priorities
reconsidered: Encouraging multiple forms of scholarship (pp. 290-302). San Francisco:
Jossey-Bass.
During the 1980s, there was a growing concern about the misalignment of the
priorities of faculty and the central missions of the institutions in which they worked.
Parents, trustees, and legislators became increasingly vocal about the quality of
undergraduate teaching and what they regarded as “absentee professors.” Journalistic
diatribes such as Charles Sykes’s ProfScam (1988) grew in popularity. The scholarly
work was seen by many as disconnected from the larger purposes of American
society.
O’Meara, K. (2005). Encouraging multiple forms of scholarship in faculty reward systems:
Does it make a difference? Research in Higher Education, 46(5), 479-510.
This article presents findings from a national study of chief academic officers of fouryear institutions on the impact of policy efforts to encourage multiple forms of
scholarship in faculty roles and rewards. The extent of reform, kinds of reform, and
influence of initiating reform are examined in four areas: expectations for faculty
evaluation, the faculty evaluation process, promotion and tenure outcomes, and
institutional effectiveness. The findings are also examined by institutional type.
O’Meara, K. (2006). Encouraging multiple forms of scholarship in faculty reward systems:
Have academic cultures really changed? In J. M. Braxton (Ed.), Analyzing faculty work
and rewards: Using Boyer’s four domains of scholarship. New Directions for Institutional
Research, No. 129 (pp. 77-96). San Francisco: Jossey-Bass.
The author summarizes the findings from a study involving 729 chief academic
officers, who identify both catalysts and barriers to the reform of faculty reward
systems.
O’Meara, K., & Jaeger, A. (2007). Preparing future faculty for community engagement:
History, barriers, facilitators, models and recommendations. Journal of Higher
Education Outreach and Engagement, 11(4), 3-26.
The authors of this article consider the historical and current national context for
integrating community engagement into graduate education. While it might be
argued that most graduate education contributes generally to society by advancing
knowledge, the authors refer here to community engagement that involves some
reciprocal interaction between graduate education (through students and faculty) and
the public – an interaction that betters both the discipline and the public or set of
stakeholders for whom the work is most relevant.
Oritsejafor, E., & Guseh, J. S. (2004). Civic education among college students: A case study.
Journal of College and Character, 5(4), Article 1. Retrieved June 7, 2010, from
http://journals.naspa.org/jcc/vol5/iss4/
The purpose of this study was to analyze the extent of civic engagement among
college students and to determine some of the factors that were associated with civic
Civic Engagement in Higher Education ■ page 17
engagement among these students. A survey of students at one institution, was
conducted and analyzed using correlation analysis. Most of the respondents
considered voting to be important in civic engagement. The study also found that
institutions of higher learning that have integrated community service in their
academic programs are contributing to the promotion of civic engagement.
Ostrander, S. A. (2004). Democracy, civic participation, and the university: A comparative
study of civic engagement on five campuses. Nonprofit and Voluntary Sector Quarterly,
33, 74-93.
Based on site visits, interviews on campuses and in host communities, document
analysis, and literature reviews, four key findings emerged from this study: (a)
shifting and varying emphases in the main components of engagement; (b) local
factors that facilitate and present barriers to engagement; (c) intellectual rationales
and projects to drive new knowledge, involve faculty, and institutionalize and sustain
engagement; and (d) new organizational structures to link the campus and
community and share power and resources. The argument is made for a dynamic and
developmental framework that acknowledges multiplicity and flow.
Rowan-Kenyon, H., Soldner, M. E., & Inkelas, K. K. (2007). The contributions of livinglearning programs on developing sense of civic engagement in undergraduate
students. NASPA Journal, 44(4), 750-778.
The study examines the influence of elements of the college experience, specifically
participation in a living-learning program, on students’ self-reported sense of civic
engagement. The researchers examined a nationally representative sample of
students. The most significant predictors of sense of civic engagement were students’
pre-college perception of the importance of co-curricular involvement and their
participation in activities such as community service and student government.
Shappell, A. S. (2006). Methods of theological reflection in the summer service learning
program: Integrating spirituality and civic engagement. Journal of College & Character,
8, 2-6.
The integration of spirituality and civic engagement is at the heart of a summer
service-learning program described in this article. The author explores how methods
of theological reflection facilitate the integration of spirituality and civic engagement.
Vogelgesang, L. J., & Astin, A. W. (2005). Post-college civic engagement among graduates (HERI
Research Report No. 2). Los Angeles: University of California, Higher Education
Research Institute.
A study at HERI revealed that engagement with the community declines sharply
during the years immediately after students graduate from college. Compared to
when they first entered college, college alumni also show less interest in community
issues and in helping others. This research report examines specific forms of civic
engagement among college alumni, explores gender difference in post-college
activities and beliefs, and describes differences among different types of higher
education institutions.
Civic Engagement in Higher Education ■ page 18
Cullowhee, NC 28723, USA